Kia ora and welcome to In My Region. In this space is a gallery with pictures and stories about places special to students from around New Zealand.
Enter the Top Outdoor Spot competition
Send us photos, drawings and descriptions of your favourite outdoor places for the change to win. Our annual Top Outdoor Spot competition is running from 1 February to 8 May 2016. Find out more on the competition info page.
5. What are some of the stories of our forests and birds?
Because of its history, New Zealand has flora and fauna found nowhere else in the world. The scenarios available on Both Sides of the Fence could be used to foster discussions about what’s different about the native birds and plants we might see in our parks and local outdoor places. The Know Where to Go scenario in particular could be used as a catalyst for conversations like this. Teachers could encourage students to: watch the Know Where to Go scenario and note the native birds that the central character, Awatea, hoped to see discuss why New Zealand has wildlife unique to us, for example by exploring how our landmass became separated back in time consider what local birds and plants may be found in their school grounds or rohe. As part of their explorations, schools might like to consider: organising a walk to the nearest ngāhere (bush), the domain of Tānemahuta (guardian of the forests), to try to identify different bird calls identifying which of these belong to our native birds and which are the songs of introduced birds (Please note: some students may deem it appropriate to say a karakia to the kaitiaki of the bush, Tāne, before entering his domain.) A resource that may be in a school’s library to support this activity is Katarina Mataira’s waiata Koekoeā (song number 43 in the Ministry of Education publication Hei Waiata Hei Whakakoakoa) which refers to birdsongs in the morning – for example, the bellbird, shining cuckoo and long-tailed cuckoo. In the same publication, a waiata Whakarongo ake au by John Tapiata uses the notion of birds singing in unison as a metaphor for unity. See also song number 44 in that publication, E rere e tī, about the fantail. There are also many waiata written by Hirini Melbourne about the sounds and characteristics of birds. These are featured on a CD entitled Forest and Ocean: Bird Songs. Another investigation relating to walking in the countryside - referred to by some Māori as Te Ara o Tāne-Mahuta – could involve students in: researching some of the edible plants provided by the guardian of uncultivated foods, Haumiatiketike (eg pikopiko) finding out about plants that reportedly have health-giving properties ie rongoā (eg kawakawa). To complement exploring what’s available on land, students might be interested in watching The Beach scenario to spark conversations about kaimoana.
Not many people dream of being a tree. And why would they? Trees just stand around blowing in the breeze and drinking water all day. Whats the fun in that?? Well, there really isn't a lot of action in being a tree, but it might be nice to know what kind you are anyway. Are you a prickly Pine, or a Maple? If you've ever wondered the answer, this is the quiz for you.
The M1 Tramp and Camp is now for 5 days.
Leave School on Monday 29th February .... Tramping for the first two days with Mrs Arkless and Mr O'Carroll
Wednesday you will arrive at Huxley Lodge and stay 2 nights then be taken back to school on Friday.
http://my.christchurchcitylibraries.com/new-zealand-childrens-authors/wanda-cowley/campfire/
http://bothsidesofthefence.org.nz/
In My Region
Kia ora and welcome to In My Region. In this space is a gallery with pictures and stories about places special to students from around New Zealand.Enter the Top Outdoor Spot competition
Send us photos, drawings and descriptions of your favourite outdoor places for the change to win. Our annual Top Outdoor Spot competition is running from 1 February to 8 May 2016. Find out more on the competition info page.5. What are some of the stories of our forests and birds?
Because of its history, New Zealand has flora and fauna found nowhere else in the world. The scenarios available on Both Sides of the Fence could be used to foster discussions about what’s different about the native birds and plants we might see in our parks and local outdoor places. The Know Where to Go scenario in particular could be used as a catalyst for conversations like this. Teachers could encourage students to: watch the Know Where to Go scenario and note the native birds that the central character, Awatea, hoped to see discuss why New Zealand has wildlife unique to us, for example by exploring how our landmass became separated back in time consider what local birds and plants may be found in their school grounds or rohe. As part of their explorations, schools might like to consider: organising a walk to the nearest ngāhere (bush), the domain of Tānemahuta (guardian of the forests), to try to identify different bird calls identifying which of these belong to our native birds and which are the songs of introduced birds (Please note: some students may deem it appropriate to say a karakia to the kaitiaki of the bush, Tāne, before entering his domain.) A resource that may be in a school’s library to support this activity is Katarina Mataira’s waiata Koekoeā (song number 43 in the Ministry of Education publication Hei Waiata Hei Whakakoakoa) which refers to birdsongs in the morning – for example, the bellbird, shining cuckoo and long-tailed cuckoo. In the same publication, a waiata Whakarongo ake au by John Tapiata uses the notion of birds singing in unison as a metaphor for unity. See also song number 44 in that publication, E rere e tī, about the fantail. There are also many waiata written by Hirini Melbourne about the sounds and characteristics of birds. These are featured on a CD entitled Forest and Ocean: Bird Songs. Another investigation relating to walking in the countryside - referred to by some Māori as Te Ara o Tāne-Mahuta – could involve students in: researching some of the edible plants provided by the guardian of uncultivated foods, Haumiatiketike (eg pikopiko) finding out about plants that reportedly have health-giving properties ie rongoā (eg kawakawa). To complement exploring what’s available on land, students might be interested in watching The Beach scenario to spark conversations about kaimoana.
Discussion could include: being aware of Māori tikanga associated with this domain – for example, saying a karakia to Tangaroa (the guardian of the sea) being quiet while gathering kaimoana (for fear of disturbing the tūpuna that rest there) gifting back to Tangaroa the first ika you catch. Both Sides of the Fence. Starter ideas for Teachers. © Copyright New Zealand Walking Access Commission 2015. (may be reproduced for educational use) Page 17 of 17 Suggested resources & readings • New Zealand Walking Access Commission website. www.walkingaccess.govt.nz • New Zealand Outdoor Access Code. https://www.walkingaccess.govt.nz/walkways-and-access/outdoor-access-code/ • Walking Access Mapping System (WAMS). http://wams.org.nz/wams_desktop/index.aspx • Both Sides of the Fence. www.bothsidesofthefence.org.nz • Te Ara, the New Zealand Encyclopedia. http://www.teara.govt.nz/en/te-waonui-a-tane-forest-mythology • TKI. School Journal Online. http://literacyonline.tki.org.nz/Literacy-Online/Teacher-needs/Instructional-Series/School-Journal • Māori maps. http://www.maorimaps.com/
http://www.doc.govt.nz/parks-and-recreation/know-before-you-go/care-codes/activity-minimal-impact-codes/disposing-of-human-waste/
http://www.doc.govt.nz/parks-and-recreation/places-to-go/canterbury/places/ruataniwha-conservation-park/things-to-do/tracks/huxley-valley-tracks/
http://aroundguides.com/24764688
http://www.gotoquiz.com/what_type_of_tree_would_you_be
Not many people dream of being a tree. And why would they? Trees just stand around blowing in the breeze and drinking water all day. Whats the fun in that??
Well, there really isn't a lot of action in being a tree, but it might be nice to know what kind you are anyway. Are you a prickly Pine, or a Maple? If you've ever wondered the answer, this is the quiz for you.